• Journal of Korean Home Economics Education Association
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• v.32 no.2
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• pp.19-42
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• 2020

The purposes of this study were to analyze the home economics(hereafter HE) curriculum in Victoria State, Australia, and to derive the implications for the HE curriculum in Korea. To accomplish the purposes, the contents of the curriculum were analyzed through the relevant web pages, and the actual conditions of the HE curriculum implementation were identified through e-mail and interviews with HE teachers and administrator. The results of this study were as follows. First, the HE curriculum for F-10 was one of the cross-curriculum resources based on the content descriptions and achievement standards of 'Design and Technologies' and 'Health and Physical Education' curriculum. Because the HE curriculum is competency-based curriculum and did not stipulate what was to be taught then, HE teachers had lots of autonomy in organizing and operating the curriculum, which led to the need for professionalism. Second, VCE subjects, both 'Food Studies' and 'Health and Human Development', which are HE elective curriculum for 11th and 12th graders, require students to take written tests produced by the VCAA. Because there are no specific details to be taught in the curriculum, the HE teacher had the need to devise and operate various classes to foster problem-solving skills, critical thinking skills, etc. Third, HE teachers had the discretion to create all the subject names, contents to deal with, and evaluations to prepare for the school curriculum, and thus were exerting their professionalism. This was due to the fact that the system was well equipped and VCE subjects were audited, even though teachers' performances were related to their individual competencies.

• Journal of The Korean Association For Science Education
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• v.37 no.2
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• pp.383-393
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• 2017

The purpose of this study is to examine the interpersonal competence of science-gifted students in groups of people with different characteristics. We examined the interpersonal competence and characteristics of students in school and in science-gifted education institute. The subjects of this study were 72 students in a university-based science-gifted education institute. We used a mixed method of both qualitative and quantitative research. The questionnaires were used for quantitative research and the narrative contents and interviews were analyzed for qualitative research. We compared their competence in school with those of gifted education institute students through questionnaire, narrative contents, and interviews. The interpersonal competence questionnaire consisted of 46 questions and their own descriptions about interpersonal experiences in school and in science-gifted education institute. In an interview, they explained their answers on the questionnaires with more details. As a result, generally, the science-gifted students evaluated their interpersonal competence higher in school than those in gifted education institute. They showed different interpersonal characteristics in schools and in science-gifted education institutes. This implies implications for the social meaning of the science-gifted education institutes.

• The Journal of Korean Association of Computer Education
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• v.15 no.3
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• pp.37-47
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• 2012

One of the major goals in high school Informatics is for students to develop creative problem-solving abilities based on knowledge on computer science. Thus, the contents of the textbooks should be accurate and appropriate. However, we discovered that the current Informatics textbooks contain the untrue and/or inappropriate descriptions of main memory and virtual memory. The textbooks describe that main memory is composed of RAM and ROM. The virtual memory is described as a technique in which a part of the secondary storage is utilized as main memory to execute an application of which size is larger than that of main memory. In this study, we attempted to uncover the root causes of the fallacies, and suggest the accurate explanations by comparing with renowned books adopted in most schools worldwide including USA. Our study reveals that it is inappropriate to include ROM in main memory from the memory hierarchy perspective. Virtual memory is a technique that provides convenience to programmers, through which an operating system loads the necessary portion of a program from secondary storage to main memory. As for the advantages of virtual memory in the current computer systems, the focus should be on providing the effective multitasking capability, rather than on executing a larger program than the size of main memory. We suggest that it is appropriate to exclude virtual memory in textbooks considering its complexity.

• The Journal of the Korea Contents Association
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• v.15 no.2
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• pp.130-138
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• 2015

Korean movies with a great variety of styles have recently succeeded in drawing people's attention Rule number one is "the more entertainment, the more audiences". On the top of box offices are always the movies that have a number of spectacular scenes, pounding sounds and big budget characters. Hong Sang Su movies, however, receive attention from the public without above noted descriptions. One of his effective methods of expression is "realism" He has illustrated the trivial episodes with his own wits and ways. Not only has his style become famous and popular but he has many followers. He enjoys using ordinary emotion and sentiment that are likely to happen to everyone. This paper uses two tools. One is the traditional analysis of realism. The other is how he can approach the public meaningfully by listing common elements he frequently uses in his movies. Nevertheless, we can't fully understand his realism by explaining how he shows our everyday life and how much his movie looks like it. Though admitting there are so many preceding papers on his works but this paper will try to look deep into his realism through the analysis of Mise-en-Sc$\grave{e}$ne.

• Korean Journal of Acupuncture
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• v.25 no.4
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• pp.31-47
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• 2008

Objectives : The objective of this study is to apply the contents of "WaHyul(訛穴 : The errors of acupoint locations"of "ChimGuKyungHumBang" to modern acupoint locations. Methods : The text of "WaHyul" was closely examined and analyzed. "WHO standard acupuncture point locations in the western pacific region" was reviewed based on its contents. Results : According to the analysis, the correct 少商(LU11) was mentioned as a spot appropriately distanced from the corner of the nail root under the skin. This is the most accurate and reasonable synthesis of other related texts. Furthermore, the necessity of defining the locations of all the well points was also emphasized and their locations were mentioned that could be located by the same method. There is no further discussion of other acupoints apart from descriptions of their locations from other texts. Some parts that were pointed out as common errors included not only commonly made mistakes, but errors made in acupuncture texts as were true for 神門(HT7) and 肩井(GB21). The standards of 少商(LU11), 合谷(LI4) and 足三里(ST36) presented in the WHO Standardization are not only similar to what 「WaHyul」 indicated as errors in acupoint locations, but also deviate other acupuncture texts; appropriate corrections must be made. The standard of 肩井(GB21) presents a new acupoint locating method never mentioned before in received classic acupuncture texts and so a rediscussion is in need. Other standards, such as the 絶骨(GB39), had some points of controversy, yet somewhat incomplete while HT7 did not go beyond the bounds of "WaHyul". Conclusions : "WaHyul" can be used to revise WHO standards, and has practical value in modern acupoint locating.

• The Journal of the Korea Contents Association
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• v.19 no.1
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• pp.445-462
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• 2019

This paper illustrated the use of focus groups with adolescents and youth experts to enhance knowledge of anger, anger expression, and its coping strategies. Nine youth experts and 9 adolescents participated in the study. Analysis of the findings identified 12 meaningful elements, 34 sub-elements, and 138 descriptions. The meaningful elements were as follow: the lack of stable care, anger-provoking situations, a relationship between distorted thoughts and anger, physical and psychological symptoms, different types of anger expression, suppressed anger, difficulty of anger control, youth efforts to control anger, needs to implement appropriate anger expression, psychological mechanism of anger, effective ways to cope with anger, suggested by youth experts, needs of alternative anger management programs. Based on these findings, the study suggests various anger management alternatives, including ICT based cognitive-behavior anger management programs.

• The Mathematical Education
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• v.61 no.1
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• pp.47-62
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• 2022

This study investigated the contents related to the plane figures in the geometry domains of Joseon-Sanhak in the late 18th century and focused on changes in explanations and calculation methods related to plane figures, the rigor of mathematical logic in the problem-solving process, and the newly emerged mathematical topics. For this purpose, We analyzed , and written in the late 18th century and and written in the previous period. The results of this study are as follows. First, an explanation that pays attention to the figures as an object of inquiry, not as a measurement object, and a case of additional presentation or replacing the existing solution method was found. Second, descriptions of the validity of calculations in some problems, explanations through diagrams with figure diagrams, clear perceptions of approximations and explanations of more precise approximation were representative examples of pursuing the rigor of mathematical logic. Lastly, the new geometric domain theme in the late 18th century was Palsun corresponding to today's trigonometric functions and example of extending the relationship between the components of the triangle to a general triangle. Joseon-Sanhak cases in the late 18th century are the meaningful materials which explain the gradual acceptance of the theoretical and argumentative style of Western mathematics

• Journal of Korean Home Economics Education Association
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• v.26 no.2
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• pp.31-49
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• 2014

The purpose of this study is to examine how the father involvement suggested in the Home Economics textbook through the development of gender-equal society and provide the basic data for the development of a standard for the father involvement in the viewpoint of gender equality. For this, the father involvement depicted in the main text, photos, and illustrations included in the Home Economics textbooks were examined. A total of 34 Home Economics textbooks written based on the curricula from the 1st Curriculum up to the 2007 Revised Curriculum were analyzed centering on the contents and the quantity of the text, supplementary materials, photos, and illustrations. The following are the results of the analysis. First, the Home Economics textbooks based on the 1st to 3rd Curriculua only described the traditional father involvement, and photos and illustrations did not specifically describe the role of the father. Second, the Home Economics textbooks based on the 4th to 5th Curricula began to show changes such as the image of the father sharing household responsibilities. Third, the Home Economics textbooks based on the 6th Curriculum suggested more active involvement of the father such as sharing the equal responsibility for the upbringing of children and sharing responsibilities for child care and housework. Fourth, the Home Economics textbooks based on the 7th Curricula up to the Revised Curriculum of 2007 emphasized the father's involvement of upbringing children. Especially, a variety of contents including the domestic responsibilities of the father, the correction of the "work-first" attitude, and gender equality related contents were suggested to promote gender-equal society further. Said results show that the contents related with gender equality and the descriptions about the father role in the viewpoint of gender equality are steadily increasing in Home Economics textbooks. However, there were still problems such as the gender-role division regarding the involvement of the father in the family and temporary responses to social demands. Open debates between the experts in the education of Home Economics and experts in family life may be required in order to improve said problems.

• Journal of the Daesoon Academy of Sciences
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• v.32
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• pp.31-76
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• 2019

Lee Sang-ho published Jeungsan Cheonsa Gongsagi (Records of the Holy Works of Celestial Master Jeungsan) in 1926. Then, after complementing the book with additional materials, he published Daesoon Jeon-gyeong in the form of a religious scripture. Since then, Daesoon Jeon-gyeong has been expanded to a sixth edition which was published in 1965. The Haengnok of Daesoon Jinrihoe's The Jeon-gyeong, which was published decades later than Daesoon Jeon-gyeong describes Sangje's whole life year by year in five chapters starting from his descent to the human world all the way to his passing into heaven. It comprehensively contains the essential contents of other chapters from The Jeon-gyeong. This paper was written for the following three goals: first, to study the contents of Haengnok that summarize Sangje's life. Second, to see how its contents are related to descriptions from the other six chapters. Lastly, to discuss how certain verses have been changed from the way they appeared Daesoon Jeon-gyeong. When we compare these two scriptures, there are some verses that are found only in the Haengnok section of The Jeon-gyeong. For example, the verse that explains how Sangje's family name 'Kang' originated and how his ancestors came to live in Gobu area is described only in The Jeon-gyeong. The origin of the family name Kang is considered important because he descended into the world as a human bearing the family name Kang, and it is included in his official name that represents his divine position. Also, unique to The Jeon-gyeong are verses such as those describing "Samsin San (the three holy mountains) in the area where Sangje descended to and verses about the historical change of place names in the areas where Sangje lived. These verses have great significance in terms of their mystical aspects within Daesoon Thought. Secondly, the record about Sangje's Holy Works at Siru Mountain in The Jeon-gyeong is not found in Daesoon Jeon-gyeong. The Holy Works at Siru Mountain are important because they provide proof of Sangje's major activities during the period between his 3-year travel around the country and his Cheonji-gongsa (Reordering Works of the Universe). Next to be observed are some changes in verses that can be seen when comparing The Jeon-gyeong to Daesoon Jeon-gyeong. Of particular impostance here are the story of Sangje's Holy Work called 'King in White Cloth and General in White Cloth' and the description of Sangje's passing into heaven. Both records contain key changes that distinguish The Jeon-gyeong from Daesoon Jeon-gyeong.

• Journal of the Korean Chemical Society
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• v.56 no.6
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• pp.739-750
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• 2012

The purpose of this study is to analyze the cognitive demands level of the description about 'pure substance and mixture compound', 'ionic compound', 'molecule' on the 'science2' textbooks by the 2007 revised curriculum. The three types of Curriculum Analysis Taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science2' textbooks. The first, the cognitive demand level about 'pure substance and mixture compound' on many textbooks is a late concrete operational stage because of class inclusion and hierarchical classification. And the descriptions as 'pure substance is conserved even when mixed with other pure substance' is a early formal operational stage. The second, the cognitive demand level about 'ionic compound' and 'molecule' is a early formal operational stage, because of "Formal modeling is the indirect interpretation of reality by deductive comparison from a postulated system with its own rules" and "Atoms have a structure". The third, the terms as 'ionic bonding', 'ionic compound', 'chemical formula', 'covalent bonding', 'covalent compound', and 'molecular formula' have been used on many 'science2' textbooks. Those terms would be used later on 'chemistry I' and 'chemistry II' in senior high school but not even 'science3' and 'science'.